In your current experience of education, what is peer learning? in what contexts might a student experience peer learning, as defined in the article? Answer: Peer learning is the free exchange of ideas between two or more students where critical learning and deeper understanding occurs. A student might experience peer learning as defined in the article when the teacher encourages discussion as in formats such as compare and contrast, cause and effect, debate, point of view, the socratic method,or group projects such as building dioramas, creating a speech, a poster, etc. If the teacher provides a welcoming environment that is student-centered and involves indirect/cooperative learning, peer learning will occur.
Was the evaluation framework for peer learning provided by the author clear to you? Can you describe it?
Answer: No
There are several ways to evaluate peer learning. Summatively, you can evaluate peer learning though group questioning or asking for reflection essays on what was learned. What are two important goals of peer learning?
Answer:
Teachers look for students to
Goal 1. To sharpen academic skills (such as listening and communication) and to enhance subject matter mastery (through free exchange of ideas)
Goal 2. Learn how to manage interactions with classmates in order to have an effective and successful team experience.
What are the teachers responsibilities in a peer-learning environment?
Answer:
The teacher needs to be mindful of socio-moral context of learning and to be aware of individual students' experience with peer learning and it's impact on thoughts and feelings about peer-learning). Teachers must create an atmosphere of mutual respect in their classrooms.
What constitutes the socio-moral context of learning as you understand it from this article?
The students background constitutes the socio-moral context of learning. If the child has been introduced to constraint from parent-child relationships and teacher-child relationships then the student may have a hard time understanding a cooperation relationship. The teacher would have to modify and ease the student into the different setting. Which comes first in a persons' development, constraint or cooperation?
Answer:
Constraint
Which is more conducive to learning in classroom educational environments, contraint or cooperation?
Answer:
Cooperation
Which is more conducive to learning in educational environments outside the classroom, contraint or cooperation?
Answer:
A combination
What does Piaget's theory of constraint and cooperation have to do with socio-moral context?
What does Piaget's theory of constraint and cooperation have to do with rule-making and games?
If a child has not had experience with cooperation and only constraint the child my have difficulty in cooperative games. If that child is used to constraint it will be hard for the child to stray from what has been learned. What is the significance of a game of marbles relative to constraint and cooperation?
How does peer learning contribute to balancing the the child's "knowing relationship" as illustrated in the article by Fig. 1?
Answer:
Peers respectfully contradict a child's interpretation, moving the child away from overly individualistic interpretations
Peers respectfully ask that an unclear statement be explained "in your own words," clarifying gaps in understanding
Are peer learning activities always successful at balancing the child's "knowing relationhip"?
Answer:
No. (Why?)
In peer learning, what can interfere with mastery of academic content and skills as illustrated in Fig. 2?
Answer:
Dysfunctional interactions distract student feelings (affect) and thoughts (cognition) away from subject matter
If disagreements and conflicts are an inevitable part of the peer learning experience, what can be taught to minimize their effects?
Answer:
Explicit instruction about negotiation strategies and conflict resolution
If, as Piaget theorized, children reconstruct in thought what they have previously experienced in direct action, and their previous peer learning influences their thoughts and feelings about their current peer learning, what must teachers do to deal with this?
Answer:
They will take the time to learn about their students' ideas about peer learning activities and attempt to address general concerns.
Within the context of this article, how does technology support peer learning?
Answer:
Technology more available to most students in the US so it presents another learning environment.
Many students familiar with multi-tasking (including communicating with peers while working on homework) via technology.
Affords other means of creating unique opportunities to cooperate and learn with friends (internet slang, social media, etc.)
What is the responsibility of the teacher if students are required to use technology in the learning environment?
Answer:
To teach the student to treat others with respect, whether they communicate face-to-face or "virtually."
To exercise greater control over students' use of the Internet in order to protect them
To monitor the postings as carefully as they would monitor face-to-face interactions
To ensure that the climate they have created in their classrooms is maintained when work is done over the Internet
In your current experience of education, what is peer learning? in what contexts might a student experience peer learning, as defined in the article?
Answer:
Peer learning is the free exchange of ideas between two or more students where critical learning and deeper understanding occurs. A student might experience peer learning as defined in the article when the teacher encourages discussion as in formats such as compare and contrast, cause and effect, debate, point of view, the socratic method,or group projects such as building dioramas, creating a speech, a poster, etc. If the teacher provides a welcoming environment that is student-centered and involves indirect/cooperative learning, peer learning will occur.
Was the evaluation framework for peer learning provided by the author clear to you? Can you describe it?
Answer: No
There are several ways to evaluate peer learning. Summatively, you can evaluate peer learning though group questioning or asking for reflection essays on what was learned.
What are two important goals of peer learning?
Answer:
Teachers look for students to
Goal 1. To sharpen academic skills (such as listening and communication) and to enhance subject matter mastery (through free exchange of ideas)
Goal 2. Learn how to manage interactions with classmates in order to have an effective and successful team experience.
What are the teachers responsibilities in a peer-learning environment?
Answer:
The teacher needs to be mindful of socio-moral context of learning and to be aware of individual students' experience with peer learning and it's impact on thoughts and feelings about peer-learning). Teachers must create an atmosphere of mutual respect in their classrooms.
What constitutes the socio-moral context of learning as you understand it from this article?
The students background constitutes the socio-moral context of learning. If the child has been introduced to constraint from parent-child relationships and teacher-child relationships then the student may have a hard time understanding a cooperation relationship. The teacher would have to modify and ease the student into the different setting.
Which comes first in a persons' development, constraint or cooperation?
Answer:
Constraint
Which is more conducive to learning in classroom educational environments, contraint or cooperation?
Answer:
Cooperation
Which is more conducive to learning in educational environments outside the classroom, contraint or cooperation?
Answer:
A combination
What does Piaget's theory of constraint and cooperation have to do with socio-moral context?
What does Piaget's theory of constraint and cooperation have to do with rule-making and games?
If a child has not had experience with cooperation and only constraint the child my have difficulty in cooperative games. If that child is used to constraint it will be hard for the child to stray from what has been learned.
What is the significance of a game of marbles relative to constraint and cooperation?
How does peer learning contribute to balancing the the child's "knowing relationship" as illustrated in the article by Fig. 1?
Answer:
Peers respectfully contradict a child's interpretation, moving the child away from overly individualistic interpretations
Peers respectfully ask that an unclear statement be explained "in your own words," clarifying gaps in understanding
Are peer learning activities always successful at balancing the child's "knowing relationhip"?
Answer:
No. (Why?)
In peer learning, what can interfere with mastery of academic content and skills as illustrated in Fig. 2?
Answer:
Dysfunctional interactions distract student feelings (affect) and thoughts (cognition) away from subject matter
If disagreements and conflicts are an inevitable part of the peer learning experience, what can be taught to minimize their effects?
Answer:
Explicit instruction about negotiation strategies and conflict resolution
If, as Piaget theorized, children reconstruct in thought what they have previously experienced in direct action, and their previous peer learning influences their thoughts and feelings about their current peer learning, what must teachers do to deal with this?
Answer:
They will take the time to learn about their students' ideas about peer learning activities and attempt to address general concerns.
Within the context of this article, how does technology support peer learning?
Answer:
Technology more available to most students in the US so it presents another learning environment.
Many students familiar with multi-tasking (including communicating with peers while working on homework) via technology.
Affords other means of creating unique opportunities to cooperate and learn with friends (internet slang, social media, etc.)
What is the responsibility of the teacher if students are required to use technology in the learning environment?
Answer:
To teach the student to treat others with respect, whether they communicate face-to-face or "virtually."
To exercise greater control over students' use of the Internet in order to protect them
To monitor the postings as carefully as they would monitor face-to-face interactions
To ensure that the climate they have created in their classrooms is maintained when work is done over the Internet